Exploring the 1835 NC Constitutional Convention

This Internet Scavenger Hunt allows students to read the actual proceedings of the 1835 Constitutional Convention while they discover for themselves some of the significant amendments that were made. The activity also sets the foundation for class discussions about why the state Constitution was amended in 1835 and what impact the amendments had on religious groups, free blacks, and American Indians.

A lesson plan for grade 8 Social Studies

By Barbara Jean

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Related topics

• Learn more about 1835 Constitutional Convention, American history, Constitution, North Carolina, history, oral histories, and social studies.

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Learning outcomes

Goals

• Students will investigate North Carolina’s lack of progress following the War of 1812 by looking at its economic, political, and social conditions of that time.
• Students will review the progressive vision of Archibald Murphey.
• Students will make connections between Murphey’s call for constitutional reform in the 1820’s and the Constitutional Convention of 1835.

Objectives

• Students will interpret NC historical events of the early 1800’s.
• Students will examine, understand, and evaluate the viewpoints expressed during the 1835 Convention.
• Students will rationalize and predict the impact the Convention’s decisions would have on the people of North Carolina.

Teacher planning

Time required for lesson

2-3 days

Materials/resources

• Scavenger Hunt Worksheet
• Pencil
• Computer lab with access to the Internet for at least half the students in a class since students should work in pairs or trios.
• Student textbook

Technology resources

Computers with internet access.

Pre-activities

• Prior to the Internet Scavenger Hunt, students will need to have a clear understanding of the following through classroom activities and discussions:
• North Carolina’s reputation as the “Rip Van Winkle” state in the early 1800’s
• Archibald Murphey’s efforts to stimulate educational, economic, and political reform in the 1820’s.
• The early rise to power of the Whig party, which finally led to the state legislature calling for a convention to amend the state’s 1776 constitution.

Activities

Day One

1. Students will be assigned to groups of two or three, depending on the number of students in the class and the number of available computers with internet access.
2. The teacher will provide a copy of the 1835 Constitutional Convention Scavenger Hunt worksheet for each student.
3. Students will type in the link to the Documenting the American South site provided in the directions on the worksheet.
4. Student groups will answer the scavenger hunt questions as they read the Convention proceedings.
5. At the end of the class period, each student will turn in his/her completed scavenger hunt worksheet to the teacher.

Day Two

1. Students may need to finish the scavenger hunt at the beginning of Day Two, depending on the class time from Day One.
2. The teacher will return Scavenger Hunt worksheets and students will share their answers during a whole class discussion.
3. Students will then combine their groups to include 4-6 members. The teacher will assign each group one of the questions on the fourth page of the Scavenger Hunt to analyze and evaluate.
4. Students will investigate possible answers to their assigned question, using the resources suggested in the directions. They will consolidate their conclusions into a 2-3 minute presentation/talk to share with their whole class. This final activity can be done as a presentation with a visual, if time allows, or as a general discussion forum.

Assessment

1. Individual contribution to group scavenger hunt.
2. Accuracy in answering the scavenger hunt questions. See the answer key.
3. Depth of understanding and analysis in the group answers and comments on their assigned “For Discussion” question as well as in each member’s contribution.

Supplemental information

Comments

These activities can be done together as a whole class rather than in small groups if there are not enough computers available as long as all students can view the Internet sites from a common screen.

By being allowed to work in collaborative groups of 2-6 members, students have the opportunity to assist one another in reading, comprehending, and evaluating. Using this format allows for differentiation for slower readers and ESL students.